Learner performance in South Africa: social and economic determinants of success in language and mathematics
OUTPUT TYPE: Monograph (Book)
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): C.Simkins, A.Paterson
KEYWORDS: LANGUAGE ASSESSMENT, LEARNER PERFORMANCE, MATHEMATICS, QUALITY LEARNING PROJECT (QLP)
DEPARTMENT: Equitable Education and Economies (IED)
Web link: https://www.hsrcpress.ac.za/books/learner-performance-in-south-africa
Print: HSRC Library: shelf number 1699
HANDLE: 20.500.11910/7516
URI: http://hdl.handle.net/20.500.11910/7516
PUBLICATION YEAR: 2005
TITLE AUTHOR(S): C.Simkins, A.Paterson
KEYWORDS: LANGUAGE ASSESSMENT, LEARNER PERFORMANCE, MATHEMATICS, QUALITY LEARNING PROJECT (QLP)
DEPARTMENT: Equitable Education and Economies (IED)
Web link: https://www.hsrcpress.ac.za/books/learner-performance-in-south-africa
Print: HSRC Library: shelf number 1699
HANDLE: 20.500.11910/7516
URI: http://hdl.handle.net/20.500.11910/7516
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
South Africa has done well to systematically expand its educational system and to lengthen the schooling experience of successive learner cohorts. But the quality of the output from the school system has been questioned. In seeking to identify the reasons for this, it is important to relate educational outputs (competencies, as measured for instance by examinations or standardized tests) to inputs. Determining the relative contributions of the inputs - of the school, the household and the individual learner - to educational outputs is not straightforward, particularly since very little educational production function analysis has been undertaken in South Africa. Until recently, no South African school data has incorporated test results, school characteristics and information on the household circumstances of individual learners necessary for this kind of analysis. However, the results from a survey of a sample of schools involved in the large-scale Quality Learning Project (QLP), funded by the Business Trust, have yielded such data. The QLP data set offers a new analytical opportunity to address the question: What are the effects of social and economic variables on educational outcomes in the QLP schools?-
Related Research Outputs:
- Quality learning project: results of the baseline study
- Improving learning in South African schools: the Quality Learning Project mid-term evaluation
- Factors influencing the level of performance in mathematics and language among learners in South Africa: a multi-level analysis
- Understanding learner performance in number concepts
- The role of language and literacy in preparing South African learners for educational success: lessons learnt from a classroom study in Limpopo province
- I love maths and science: exploring the views of learners
- The good, the bad and the potential: unpacking TIMSS 2011
- Hope for rebuilding language foundations: part 1: following a cohort into a second year
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- A framework for assessing communicative language ability in two indigenous South African languages at grade 9 level
- Evaluation of the Mahlahle project
- Impact study of the Molteno project programmes: report for phase one (Grade 1 - 2002)
- Graduates with qualifications in mathematics, applied mathematics, physics and information technology on the HSRC register of graduates, 1991 to 1998, as at April 1999
- With Africa for Africa: towards quality education for all
- Assessment of mathematics and science in Africa (AMASA)
- Developing a mastery learning interpretation of learner performance
- Overview of the state of maths, science and technology education 1994-2004
- Selecting students for mathematics and science: the challenge facing higher education in South Africa
- The challenges that complex longitudinal projects pose for data management and analysis: the case of the QLP (Quality Learning Project)
- The trends in international mathematics and science study: 2003